Renaissance College Hong Kong

Renaissance College Hong Kong
Annual Report 2010 – 2011

ESF School Annual Report 2010 – 2011
Contents
page 1
Introduction
page 2
Vision and Mission
page 3
Learning at Renaissance College
page 4
Pastoral Support
page 5
Curriculum Updates
page 7
Curriculum Enrichment
page 13
Academic Achievement
page 14
Alumni and Student Destinations
page 16
College Council and RAPT
page 17
Facilities
page 18
Staff
page 19
School Statistics

Introduction by Renaissance College Council Chairman
Welcome to our annual report, intended to provide the ESF Board of Governors and the RCHK
community with a summary of life on campus during the 2010 – 2011 academic year.
As well as taking stock of last year’s progress, the report is also forward looking. We hope it will help
you to stay up to date with current developments at RCHK.
You will see that it has been another challenging year for the College, and
I would like to take this opportunity to thank everyone who has contributed
to our continued well-being.
Mr. Benny Ng
Introduction by the Principal
The 2010 – 2011 school year was filled with extraordinary accomplishments by our students in all areas
of achievement including academics, athletics and the arts.
The third IB Diploma Cohort did exceptionally well on the highly competitive IB examinations.
The coveted IB Bilingual Diploma was earned by 100% of the students in the Class of 2010 who were
eligible. Our students scored significantly above world averages and gained places at some of the
world’s most prestigious colleges and universities.
To fully implement the IB philosophy of global citizenry, we continued to provide active, hands-on learning
opportunities to our students. Through our Education Outside the Classroom (EOTC) and Creativity,
Action, Service (CAS) programmes, our students were able to pursue real-life learning experiences
locally and abroad. We also reaffirmed our commitment to using the latest technology in and outside the
classroom which actively engaged our students with the curriculum.
Since opening in 2006, RCHK has grown at a steady pace and now
enrols almost 2,000 students who are committed to become lifelong
learners. Our unwavering commitment to a truly holistic education from
primary through secondary school defines who we are in the community
of international education and will help us to recruit and retain the best
and brightest staff and students.
Dr. Harry Brown
Principal
1

Vision And Mission
Renaissance College Hong Kong.
To seek. To serve. To strive.
Vision
Renaissance College (RCHK) is a student-focused international teaching and learning institution.
Through a curriculum that is both rigorous and holistic, the College will develop global citizens who
strive for academic excellence, appreciate aesthetics and are empowered to take progressive action.
Mission
RCHK strives to build a culture that promotes peace and democracy, values diversity and
works towards a sustainable future for all.
College-Wide Objectives
• Model the International Baccalaureate (IB) Learner Profile to build and sustain relationships
with families and colleagues, creating a culture of lifelong learning dedicated to a holistic and
international education. This will be measured by observation, feedback from parents and
retention of staff and students.
• Implement the IB programmes with fidelity, integrating curriculum, instruction and assessment
within and across the PYP, MYP and DP. This will increase student achievement and create a
continuum of learning between year levels, as measured by observation as well as formative
and summative instruments.
• Provide students opportunities to pursue authentic learning experiences in the local and
international community. This will make the curriculum relevant, and service to others genuine,
as measured by increased participation in programs and survey feedback from stakeholders.
• Utilize instructional technology tools to increase student achievement. This will actively engage
students with the curriculum and one another, as measured by observation and student
performance.
2

Learning at Renaissance College
RCHK is proud to lead the private independent school sector in Hong Kong as one of a select group of
“through train” schools offering the IB curriculum from Year 1 to Year 13.
RCHK is also fortunate to have all of our students on one campus, providing rich opportunities for older
students to mentor their younger schoolmates.
The Education Outside of the Classroom (EOTC) curriculum in Primary and Secondary gives our
students the opportunity to engage in real-world learning, which contributes to a vibrant school
community. In addition, our students give back to the local community through their Creative, Action,
Service (CAS) programme, which allows our students the opportunity to volunteer at local charities,
hospitals and aid organizations.
All this has been made possible by the Education Bureau of Hong Kong, which approved the transfer
of sponsorship from the English Schools Foundation (ESF) to ESF Educational Services Limited
(ESL). In 2004, ESL entered into a School Sponsoring Body (SSB) agreement with the Education
Bureau with an initial tenancy of 10 years at our current premises.
3

Pastoral Support
Renaissance College is a large through train school that educates almost 2,000 students on one campus.
It is important that all of our students feel safe and respected, make friends and know who to go to for help.
We have appointed Heads of Year in the secondary school, and House Directors to support the academic
and pastoral care needs of our students. Student leadership teams were elected and coordinated via the
House Director and the counselling team. Various student support and peer mentoring groups have also
been created in Years 8 and 12 to support student transition.
The school has an extensive network of support services, including:
Special Education Needs (SEN)
English as an Alternate Language (EAL)
Library and Information Resource Centre (LIRC)
Further Education Counsellors
College Nurse
Social Worker/External Counsellors
Student Council
The year was one of consolidation for the Student Council. During the year the issues covered included
quality of food in the canteen, possibility of changes to uniform, refinements to the PE uniform, organization
of student events such as the graduation dinners, amongst many others. The issues were raised by the
year level representatives as well as the members of the executive and this ensured that the Council
discussed matters relevant to the students.
As well as addressing the concerns of the students the Student Council acted as leaders within the
community. The Executive took responsibility for directing fundraising in response to natural disasters
around the world. In a busy year for school development the Student Council represented students in the
recruitment process for both the Head of Secondary and Vice Principal as well as in the selection process
for the catering contract decision in the canteen.
As leaders the Student Council members grew significantly during the year having attended two leadership
training afternoons led by BonzaPie.
4

Curriculum Updates
PYP
It’s been an exciting and challenging year, starting in August when students literally bounced through
the school gates with huge amounts of enthusiasm!
The excitement for us as teachers, comes from seeing students so enthusiastic about being involved
with our learning community in all its facets – but it’s also the challenge as well – how to keep them that
way. One of the big ways, of course, is through the curriculum – making connections to the world and
to individuals.
Prior to the end of the last academic year, our Programme of Inquiry was reviewed and updated to
engage students academically, scientifically, historically and personally. We are in a unique position
here in Hong Kong where we belong to a vibrant and culturally diverse community and we want student
learning to reflect that – and entice them to participate actively.
Implementing the new maths scope and sequence documents with a focus on transdisciplinary learning
has been undertaken as a PYP focus within RCHK this year. Teams in Years 4, 5 and 6 have been
piloting the “how” of this so far. Starting out with the conceptual learning and then learning outcomes,
teams have used their Unit of Inquiry as the basis for what can be undertaken in that time frame.
Authentic links are the key focus, so if an outcome is not clear fit, it is then sidelined for another unit
or as a stand-alone teaching point. Designing a range of strategies to enhance the knowledge and
understandings within the learning outcomes has utilized ideas presented both at the IB Role of
Mathematics in the PYP, and the MLATS professional development sessions at ESF Centre.
To develop this concept-focused, transdisciplinary-driven idea, progress has been shared with members
of the maths focus group – which is comprised of one representative from each year level. These
teachers then become the champions of this way of planning for their teams.
Particularly rewarding has been the parent response to a workshop showcasing how we actively
develop mathematical thinking in this transdisciplinary way. Parents undertook activities similar to those
used in the Year 5 classrooms, but with authentic meaning in their lives, and in doing so were able to
experience the strategies first hand and see the connections that were possible to both real life and
conceptual understandings.
Changes to our reporting system meant that this year we provided our first fully electronic version –
giving parents the opportunity to access, save, print or send this document from any part of the world.
It also reflected our commitment to sustainability and to digital technology as we communicate with
students and parents. A change in the wording and focus has given the report a more developmental
“feel” to it, and right now we have a team of teachers working on a taking this further to make sure the
wording from the Scope and Sequences is parent friendly, and discusses more of what the child can do
rather than a reference against a criteria. We also hope to incorporate a “next steps” aspect.
5

MYP
The MYP has continued to develop over the course of the academic year and the teachers begun
working towards the CIS/WASC self-study. Work on the unit planner is continuous and the faculty is
always looking to improve the student learning through this process. Further emphasis has been placed
upon the following areas:
• Departments strived to continue the excellent work with regard to moderation. All subjects
were very successful with this process. This success was demonstrated by no grades being
moderated in any of the 16 samples sent in.
• Interdisciplinary work is again a focus for the MYP teachers.
• Areas of Interaction links have also been a focus leading to more real-life links in the curriculum.
The Community and Service Coordinator and a Personal Project Coordinator have continued to increase
the exposure of these areas of the curriculum. The C&S role has grown to the extent that there will be a
Year 7 - 9 coordinator in 2011-12.
The C&S Coordinator has continued to work with the DP CAS Coordinator to identify common areas.
This collaboration has made for a smoother transition for our students into the service aspect of the
Diploma Programme.
DP
The growth in the student cohort has been reflected in the increase numbers of classes and choices
for students. This is most noticeable in Group 6, where we have been able to add two more Group
3 subjects, economics and geography, and another Group 4 subject, biology, thus greatly increasing
student choice and meeting the demands of the students.
Continued discussion of new courses at DP level will potentially expand the range of subjects offered
to students transitioning from MYP. Possible offerings include sports, exercise and health science, and
film.
Additionally, we have increased our offering of theory of knowledge in Chinese, meeting the demand
for the subject in students’ mother tongue.
6

Curriculum Enrichment
PYP
Throughout the year students have participated in field trips that are designed to support their learning
and are centred on their Unit of Inquiry. These have been both diverse and interesting, and have included:
Ocean Park, Kadoorie Farm, Hong Kong Academy for Performing Arts’ Gruffalo’s Child, Sai Kung Old
Town, Hong Kong Wetland Park, Hong Kong Museum of History, Hong Kong Museum of Science, Trio
Beach, Landfill Management, Space Museum, Central Library, Starfish Bay and the Heritage Museum.
Taking field trips is an essential part of our programme as students are able to see real life connections to
the understandings that are being developed in the classroom. Book Week continued and consolidated
this ideal of “bringing the world to our doorstep,” with a variety of author visits – all which were lively and
entertaining.
Education Outside the Classroom (EOTC) places emphasis on learning in other forms, and encourages
students to utilize talents in addition to academic skills. As in the past, Years 4, 5 and 6 all participated
in a camping programme for overnight periods of between one night and two nights. As always, this
was greeted with enthusiasm by both teachers and students! We also continued with our Friday Sports
Challenge, and thanks to an initiative of the House Directors, we introduced House Arts Day for Years 3
and 4. House Wednesdays have also proved a popular idea where students across age groups get to
be involved with a range of co-operative games. Along the way we have joined across the College with
Walk for Change – a schools-to-schools promotion and fund raising venture; and the Terry Fox Fun Run.
Our greening group have continued to maintain their rooftop garden, as well as the edible forest and fish
pond.
Each year it’s a joy to reflect on the great curriculum accomplishments of teachers and students alike.
2010 – 2011 proved to be no exception.
Primary EOTC
At Renaissance College, we believe that EOTC gives the students greater opportunities for experiential
learning within an appropriate, relevant and authentic context, as well as the chance to develop their
independence and self-management skills.
Time away from home and the classroom helps cement and forge friendships, as well as strengthening
the bonds that they have with their teachers.
In addition, EOTC affords students the opportunity to experience different perspectives, thus promoting
and developing greater understanding and international-mindedness.
Primary Visual Arts
Year 1 students worked on a collaborative unit to create a mural that will be mounted above the
Performing Arts Centre.
During studio time Year 2 students created three-dimensional wire sculptures in IB learner Profile
stances. These are being donated to the school to display for the whole school community to enjoy.
Years 3 and 4 had the wonderful experience of being part of RCHK’s first House Arts Festival. Taking
their inspiration from Australian born artist Kathy Temin, students created a magical white forest using a
variety of recycled materials that allowed the viewer to take a journey through the senses.
Visual arts featured heavily as part of the PYP exhibition. Year 6 students showcased the digital morph
artwork that they had done as well as environmental art created on camp based on the work of artist
7

Andy Goldsworthy and paintings showing the Rights of the Child inspired by artist Keith Haring.
Year 6 students created large three-dimensional sculptures looking at the impact of globalization on
economics and how to be a responsible consumer.
Primary Music
The 2010 – 2011 academic year was a great year for PYP music at RCHK. Primary school students saw
many opportunities where they were given the chance to express themselves through music using a
variety of platforms. PYP music at RCHK is a multifaceted programme which gives students that chance
to explore and experience music in a variety of realms; students engage in activities which allow them
to create and respond to music through movement, singing, composition, playing instruments, listening,
reading and improvisation.
Through the transdisciplinary nature of the programme, students are able to make connections across
other subject areas and to the world around them. Students experienced music from other times, places
and cultures. As a result, students developed a unique perspective of the effect that music has on so
many facets of our daily life and of different people from all corners of the earth.
This year, the RCHK primary music programme gave students the opportunity to sing in one of
three choirs. Years 4 – 6 students were also able to sing with over 600 other ESF students during a
foundation-wide choral concert in April 2011. Students across the primary all experience playing a
variety of tuned and untuned percussion instruments, and all Year 6 students learn how to play a band
instrument as a culminating project.
Our music students were able to listen to, watch, perform, and learn from a variety of guest performers,
secondary peer mentors, private music tutors, ICT music technology programmes, and music-based field
trips.
Primary Sports
Primary sports at RCHK provide students with the opportunity to become involved in both ESF sports
tournaments and Hong Kong School Sports Federation (HKSSF) events.
The primary Friday sports programme at RCHK continued to grow and in doing so it enabled students
from Years 3 to 6 to develop their skills in a range of sports as well as to try new sports. Classroom
teachers and educational assistants were invaluable to the success of this programme, as were the
specialist coaches we out-sourced from ESL for gymnastics, martial arts and swimming. In Years 3 and
4, students were assigned their groups and across the year they participated in six different activities. In
Years 5 and 6, students were offered greater responsibility and independence and were able to sign up
for the activities they wished to participate in.
The aim of sport in the primary school is to get more students involved in and enjoying sports and
physical activities. We aim to develop an infrastructure of extra-curricular activities that adequately
prepares our students for the demands and expectations of competition. Values such as teamwork,
commitment, sportsmanship and endeavor are embedded in everything that we do within the curricular
and extra-curricular sports programme. In the future we hope to set up the Primary Sports Council
made up of student representatives who will act as the voice of the student body on matters relating to
sport. We are also pursuing the possibility of a junior Black Kites initiative similar to the Black Kites of
the secondary school, as a means of recognizing representation in a school team. Further, we hope to
broaden our involvement in ESF and HKSSF events.
8

MYP/ DP
Our faculty offered a plethora of activities in the After School Activities programme, for our secondary
students, highlighting what a diverse and talented teaching staff we have at Renaissance College.
Activities included Ashtanga Yoga for Beginners, Circus Skills, Digital Media, Model United Nations,
Orchestra, Trashion, Golf, HKAYP, Chinese Debate, Go Green, Glee Club, to name just a few.
Drama
The drama and theatre department was very busy during the 2010 – 11 academic year with several
student workshops, trips and student productions.
The academic year started a middle school CAS production of Skellig by David Almond. It was the first
Years 9 and 10 performance with many students new to performing in public. It was a wonderful touching
play with many tender and lighthearted moments – a feel good play! The second performance was a gritty
National Theatre play of DNA by Dennis Kelly performed by the Year 12 theatre students. They tackled the
mature and sensitive material well and the performance was outstanding!
In Term 2, the Year 12 students then moved into theatre companies where we saw creative versions
of A Doll’s House, After Miss Julie and Art. Other performances were the Year 11 final MYP assessed
performance of The Resistible Rise of Arturo Ui by Bertolt Brecht and Sweeney Todd – The Demon Barber
of Fleet Street – a great way to end the MYP drama course! In addition, we have had several workshops
artists coming to teach our students.
Music
RCHK hosted the second Scholarship Music Concert in September 2010. The purpose was to showcase
the musical talents of our music scholars and music students, as well as to raise funds for The Nesbitt
Centre. Students performed a wide selection of musical pieces, and the event was well received by the
audience.
Apart from the Scholarship Music Concert, students also performed at the annual College Fair, with
ensembles, soloists and orchestra. In addition, they were involved in the ESF Orchestra and Choir.
9

Red Door
2010 – 11 has been an exhilarating year in ICT. The ICT Steering Committee was formed and
devised ambitious ICT strategic objectives to guide us in our decision making over the next
few years:
1. To provide all students with opportunities to utilize technology in our classrooms.
2. To ensure all staff are highly competent in using technology, creatively and proficiently,
to advance academic and operational goals.
3. To provide equitable access to relevant, diverse, reliable, safe and current
technologies for all students and staff.
4. To engage, partner and collaborate with the immediate and wider community to
enhance the understanding of digital learners and learning.
The main initiatives in 2010 – 11 were:
iPad Programme
Our Year 1 teachers and students headed the trials of handheld learning using 48 iPads. We
also trialed the potential use of iPads in the library. Following early successes we decided to
significantly expand the programme in 2011-12 and purchased 200 extra tablets.
Generation Safe
Along with 13 other ESF schools, we enroled in the Generation Safe initiative. This provides
us with a systematic approach to review our policies, procedures and protocols in relation to
eSafety and digital citizenship. It includes the implementation of a consistent mechanism for
incident response and the articulation of a digital citizenship curriculum.
1:1 Laptop Programme Standardization
Following approval by the College Council we have standardized the 1:1 laptop programme
both in terms of hardware (Apple Mac) and software.
To maintain the standardization we subscribed to three-year maintenance plans for Mac OS,
iLife and Adobe Creative Suite. This has been an arduous task but we believe it will benefit the
community in the long term.
On-line Assessment and Reporting
We now fully report on-line using the ESF-wide management information system called
Gateway.
Gateway is also used for attendance, bulletins, tracking CAS commitment and university
applications, as well as the continuing professional development management.

Sports
2010 – 2011 was another exciting year of growth and success for the sports programme at
Renaissance College. We welcomed the introduction of rugby and ball hockey, as well as a significant
jump in team representation in tennis, track and field, football, golf and triathlon. Prior to this year
RCHK had won championships in three sports, volleyball, badminton and tennis. This year we doubled
that number, claiming championships in six different sports, including for the first time, football, golf,
and track and field.
Along with our ongoing commitment to the ISSFHK and HKKSF sports federations, one of the most
significant steps forward in the growth of the sports programme at the College this year was RCHK’s
entry into ACAMIS, the Association of China and Mongolia International Schools. Not only does this
continue to raise the profile of Renaissance College in the wider international sporting community, but
it also provides our students with the opportunity to compete on the international stage against some
of the best young athletes throughout Asia.
In our first official year involved in ACAMIS, RCHK has already made a significant impact with our golf
team travelling to Shenzhen to compete, with Marcus Lam winning the gold medal and Linus Lo the
silver in the boys division. On top of this we also sent our swimming team to Beijing to compete at the
ISB swimming Invitational, where our team claimed a number of individual medals.
11

Creativity, Action, Service (CAS)
Students participated in a wide range of activities completing their
CAS requirements during the 2010-2011 academic year.
Some students were fortunate enough to travel to India, Bali,
Cambodia and Laos working on service projects during CAS
Week, others took part in a physically challenging water sports
programme in Sai Kung, and some were expanding their creative
skills in the theatrical costume department at the Hong Kong
Academy for Performing Arts, to name just a few of the CAS Week
activities.
Apart from CAS Week, our students volunteered at a range of
non-governmental organizations and charities, working with the
marginalized, including sick and disabled children and adults, the
elderly, abused domestic helpers, as well as refugees and asylum
seekers.
Some students worked with seniors from other schools and universities to coordinate and host the Famine
24 event, which helped to raise awareness and some funds for World Vision. Another group of students
planned and successfully ran the Ingenium School Talent Show, showcasing some of the amazing
performers at our college. A group of students were part of the ESF Young Leaders In Sport programme
and worked with students foundation-wide, coaching and supporting them in a variety of sports.
As always, many of the faculty were instrumental in mentoring, supervising, coaching, advising, supporting
and encouraging our students, to plan meaningful activities, achieve their goals and reflect on their
journeys, thereby fulfilling the challenging, but hopefully enjoyable, CAS requirements necessary to pass
the IB Diploma Programme.
Secondary EOTC
Renaissance College’s EOTC programme has continued to
promote students’ development and personal growth. It offers
students the opportunity to fully enact the IB Learner Profile
attributes in a non-academic environment. EOTC in the Middle
Years Programme focuses on experiences that encourage
independence, self-management, organizational skills, resilience
and personal responsibility. Challenge and risk-taking activities
provide leadership opportunities and develop self-confidence.
Essentially, it guides adolescents towards effective adulthood by
developing invaluable life skills.
EOTC has continued its relationship with Asia Pacific
Adventures to deliver a range of land, water and high-rope
based activities throughout Hong Kong. Year 10 trips have also
been delivered in Lijang and Yangshuo in China, and the River
Kwai in Thailand. These programmes continue to be evaluated
and adjusted to ensure their ongoing relevance in providing
effective outdoor experiential learning for RCHK students.
12

Academic Achievement
PYP Standardized Assessment
At the beginning of their school career all Year 1 students engaged in an adaptive baseline assessment,
called Performance Indicators in Primary School (PIPS). This on-entry data, along with teacher
assessments, enabled us to more specifically target the learning needs of our students.
This assessment was then repeated at the end of the year. This is a change from previous years when
students were assessed at the beginning of Year 2. As 2010 – 11 was the transition year, both Year 1
and Year 2 completed the second PIPS assessment. Year 2 in August – September 2010 and Year 1 in
June 2011; this enabled us to track the progress students have made.
In Years 3, 4, 5 and 6 all students undertook the Interactive Computerized Assessment System
(InCAS) that assesses mathematics and reading skills as well as developed ability and attitude. This
is a computerized adaptive assessment so each test is different depending on the performance of the
student. Year 6 completed a second InCAS assessment in April 2011.
Years 4, 5 and 6 completed the International Schools Assessment (ISA) in writing. This is an externally
marked assessment that provided data that teachers analyzed and used diagnostically to best support
students’ learning in writing.
MYP Results
RCHK undertook the IB moderation process during the 2010 – 11 academic year.
Moderation consists of sending samples of four or eight folders of student’s work in each of the
subject areas (RCHK has 16 subjects when taking into consideration the different language B, and
mathematics levels, the different arts options and the personal project).
The moderation process serves three purposes. Firstly, it is a checking mechanism to see if our
assessments meet the IB standards. Secondly, that the teachers at RCHK are awarding the correct
levels. Thirdly, it gives us the opportunity to award the MYP Certificate.
Of the 16 samples we sent away, all 16 now have been awarded “4 Folder Status” which means that
over the two years we have met the standards in the assessment design and awarding of levels, and
we can send in a smaller sample.
Number of candidates eligible to receive the MYP Certificate in the session: 123
Number of candidates who successfully obtained the certificate: 115
Average points obtained by candidates who obtained the certificate: 46
Highest points awarded to a candidate: 58
13

DP Results – Class of 2011
IB Diploma Programme results were once again impressive. With all indicators well above global
averages, students, staff and parents can be well pleased with the performance. One indicator of which
the community is particularly proud is the percentage of students achieving the bilingual Diploma at
57%.
(May 2011)
Number of students entered for the IB Diploma
Number of students achieving the IB Diploma
Number of students achieving a Bilingual Diploma
Number of students achieving IB Certificates
% of students achieving the IB Diploma
Mean points score for students achieving the IB Diploma
% of students achieving 30+ IB Diploma points
% of students achieving 35+ IB Diploma points
% of students achieving 40+ IB Diploma points
56
55
33
3
98.2%
32.3
67.9%
30.4%
5.4%
Alumni and Student Destinations
RCHK’s Class of 2011, comprised of 58 students, have gained places at leading colleges and
universities worldwide. The majority of students are now studying at higher education institutions
in Australia, Canada, Hong Kong, The Netherlands, United Kingdom and the United States. Four
students have decided to gain knowledge outside of academia by taking a gap year before they head
off to university.
Final Destinations of 2011 Graduates
14

University Placements Worldwide
Canada
McGill University
McMaster University
North Island College
Ontario College of Art & Design
Simon Fraser University
The University of British Columbia
The University of Northern BC
Trent University
University of Guelph
University of Toronto
University of Victoria
University of Waterloo
York University
United States
Boston University
Clarkson University
Emory University
Loyola University Chicago
New York University
Occidental College
Roosevelt University
University of California – Berkeley
University of Illinois Chicago
University of Miami
University of Oregon
United Kingdom
Aberystwyth University
Birkbeck University of London
Bristol University
Central St Martin College of Art & Design
Colchester College
Exeter University
Imperial College London
Keele University
London Fashion of College
Newcastle University
Northumbria University
SOAS, University of London
Thames Valley University London
University College London
University of Essex
University of Greenwich
University of Kent
University of Leicester
Netherlands
Delft University of Technology
Erasmus University
(Rotterdam School of Management)
China
Beijing Language Academy
Peking University
Japan
International Christian University
Australia
Deaken University
TAFE Australia
The University of Queensland
Hong Kong
City University of Hong Kong
Hong Kong Baptist University
Savannah College of Art and Design (HK Campus)
The Chinese University of Hong Kong
The Hong Kong Academy for Performing Arts
The Hong Kong Polytechnic University
The Hong Kong University of Science & Technology
The Open University of Hong Kong
The University of Hong Kong
TWG - CUHK Community College
15

College Council and RAPT
College Council
It has been an exciting and challenging year for the College Council with agenda items covering a full
range of college wide subjects including the 1:1 laptop programme, the initiation of the CIS/WASC
accreditation, additional college accommodation, devolution of budget and financial responsibilities,
school fees adjustments and the introduction of the capital development fund, the revision of our college
language policy, and other important issues related to the curriculum and staffing. The Council would also
like to express its particular appreciation to Eric Chin, Kate Waller and Davina Llyod who have since left
the Council for their invaluable contribution over the past few years.
In the coming months, the Council would be focusing its attention on the CIS/WASC study and the IB
evaluation of our curriculum programmes. Upon final confirmation from the Hong Kong government which
is expected, work would also be initiated on the development of the adjacent land for the much needed
college expansion plans.
RAPT
This past year has been another busy year for RAPT. Members of the RAPT Committee were involved in
the appointment of new senior staff members in both the primary and secondary schools.
Our regular coffee meetings, both morning and afternoon proved popular with many parents, especially
when we hosted used uniform sales. A total of $10,000 was raised, and a cheque of the same amount was
given to LIRC.
The College Fair “Hooray for Hollywood” was another huge success. It was wonderful to see the RCHK
community working together for one aim – to have a good time and to raise as much money as possible.
Once again, the College came to RAPT with a large wish list. Of particular note is that $250,000 was
given out to fund the redevelopment and refurbishment of the foyer/music area in the PAC into a proper
classroom space to be used by both primary and seconary students. The renovation work was completed
during the summer vacation.
Highlights of 2010 – 2011:
• The College Fair raised $820,000
• Hardware and software for the secondary Chinese programme
• Graduation gowns
• Sports equipment – fitness display boards
• Books for EAL Department
• E-books for LIRC
• Primary maths literature and a
one-year subscription to interactive
math resources
• Funds for the construction of a
mini-LIRC for all primary students.
It is now in use everyday
• Prizes for maths competitions
• Rugs for all Year 1 classrooms
16

Facilities
Renaissance College boasts state-of-the-art facilities and
the campus is easily accessible by public transportation,
including a direct subway link to Heng On Station on the
MTR Ma On Shan Line. The college facilities are used
extensively after school hours and on weekends. Our
facilities include:
Performing Arts Centre
Black Box Theatre
Library and Information Resource Centre (LIRC)
Seminar Rooms
Cafeteria / Café Toujours
Rooftop Astroturf Sports Pitch
Outdoor Basketball Court
College Gymnasiums
25-metre Heated Swimming Pool
Junior Playground
Science Laboratories
Art Studios
During the summer vacation, extensive renovations
and remodelling were carried out. These improvements
included the installation of new tiles at the entrance
lobby of the primary gym, conversion of the PAC foyer
into a new music room, enlargement of the 4th floor
boys and girls changing rooms in the sports centre,
conversion of the open space in the science department
into classrooms, enlargement of selected classrooms
in secondary block by demolishing partition walls and
painting work in various areas.

Staff
Renaissance College has a team of experienced international educators.
Members of our faculty come from around the world, including Australia, Canada, China, India, Ireland,
New Zealand, Singapore, South Africa, Taiwan, United Kingdom and the United States.
Our dedicated teachers provide much more than academic guidance. They embrace the philosophy of
the International Baccalaureate and believe that the way we approach learning makes a difference.
The school year opened with 129 staff members. 13 left to purse opportunities elsewhere when their
contract was completed in June 2011.
18

School Statistics
Enrolment Numbers
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Year 11
Year 12
Year 13
TOTAL
Total no. of students
Sept. 2010
168 162
140 166
140 139
168 141
168 168
168 168
159 162
157 162
155 162
156 154
139 158
99 133
59 90
1876 1965
Total no. of students
Sept. 2011
Total no. of withdrawals
June 2011
20
3
2
2
1
11
13
4
7
5
3
3
0
74
Nationality
2010
2011
Total No. of
students
1876
1965
Chinese British Canadian American Australian All Others
973
1031
267
286
195
195
92
97
89
95
260
261
First Language
Total No. of
students
Cantonese English Mandarin Korean Japanese All Others
2010
1876
897
848
48
32
14
37
2011
1965
890
945
51
26
12
41
18

Budget
Income
Actual
2010/ 2011
(Note 1)
HK$’000
Budget
2010/ 2011
HK$’000
Tuition fees
Donation
Rental
Others
TOTAL INCOME
142,115 141,686
483
_
6,037 4,982
15,438 7,980
164,073
154,648
Expenditure
Staff expenses
Other expenses - Operational
Management and Admin to ESF
Development and Operating Agreement (DOA)
TOTAL EXPENDITURE
123,680 121,865
27,400 22,108
1,435 1,435
10,250 10,250
162,765
155,658
SURPLUS/ (DEFICIT)
1,308 (1,010)
Note 1: Draft results as of October 6, 2011, before intra-company adjustments.
Endowment Fund
In June 2010, Renaissance College set up an endowment fund aimed at raising donations through
scholarship families to help RCHK students who face particular financial difficulties. After the letter was
sent out, we received very warm responses from scholarship families in support of the initiative.
We would like to gratefully thank all those families for their continued support of the college.
Their generosity will directly benefit those students in need and will make a significant impact on their
learning experience.
Account as at August 31, 2011
Donation: $339,940
Expense: $15,290
Balance: $324,650
20

Renaissance College Hong Kong
5 Hang Ming Street, Ma On Shan, N.T., Hong Kong
Tel: (852) 3556 3556
Fax: (852) 3556 3446
www.renaissance.edu.hk